本研究旨在探討國小實習教師對體育科教學計畫的認知、體育科教學計畫的歷程與內容、影響其進行體育科教學計畫的因素，以及對教學計畫實施時的反應及因應之道。本研究對象為二位國小實習教師，以及該二位教師實習之五年級班級。研究方法採參與觀察、半結構與非結構訪談、刺激回憶訪談、文件分析等方式進行資料蒐集，並以持續比較法分析所蒐集之文字資料。研究結果如下：兩位實習教師擬定教學計畫的形式是以內心式教學計畫為主、書面式為輔。兩位實習教師對教學計畫抱持肯定的態度，認為有助於教學目標的擬定與教學時活動流程的順暢。其教學時考慮的重點是以教學目標為優先考量。兩位實習教師均認為對學生起點能力認識的不足是其所遇到最大的困擾，至於解決的方式，是課前預測班級學生起點行為，並在實際上課時藉由觀察以瞭解班級學生的實際程度。至於影響實習教師的教學計畫有幾大項因素：教師自身因素、班級學生因素以及學校環境以及其他因素。本研究結果可供師資培育機構、學校體育教師與體育相關研究人員，在體育課程設計、教學與學術研究之參考。

The purpose of this study was to investigate the PE instructional planning process of pre-service teacher in elementary school. The participants included two elementary pre-service teachers and their two classes of fifth-grade students. Qualitative method was used to collect data through participant observation field notes, interviews and stimulated recall. Data were analyzed with constant comparison method. Results showed that the pre-service teachers mainly used to make mental planning, and text planning was used as auxiliary. Both pre- service teachers agreed on the importance of instructional planning, which helped them making teaching goal and smoothening the instructional process. Their first consideration of planning was their teaching goal of the class. Both of the pre-service teachers considered that knowing students’ entering behaviors confuse them most when they tried to make instructional plans, and they tried to solve the problems by predicting the students’ entering behaviors before the class and observing the students when teaching. The factors that affected their instructional planning making could be inducted from personal, student, and school factors. These findings have implications for teacher education, physical education teachers, and researchers.

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